vii ABSTRACT
Margana, R. M. G. (2016). The English Sound Changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
People need language to interact with one another. Language can be expressed by writing or speaking. In speaking, pronunciation plays a role in articulating sounds. Accurate pronunciation certainly helps people to understand the information spoken by the speaker. Unfortunately, many speakers mispronounce the words, especially second language words, for example, Javanese people who mispronounce English words in speaking. This condition causes misunderstanding when they interact with English native speakers, and is caused by some sounds of English not existing in their native language. Therefore, they tend to pronounce the words by changing the original sounds to the nearest equivalence that they know.
This research was conducted to observe the occurrence of sound changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. There are two formulated problems in this study: 1) what are the types of the English sound changes which occurred among Javanese students of the English Language Education study program of Sanata Dharma University? and 2) what are the distributions of the occurring sound changes among Javanese English learners of English Language Education study program?
This study is classified as a qualitative research. The participants of this research were the English Language Education Study Program 2015 students whose first language is the Javanese language. The researcher used document analysis method in analyzing data in form of audio recordings of Javanese Learners of English Language Education Study Program of Sanata Dharma University Yogyakarta.
Based on the research, the researcher found seven types of sound changes observed in participants‟ pronunciation. They are lenition and fortition, sound addition, fusion, unpacking, vowel breaking, assimilation, and abnormal sound changes. From those seven types, the researcher also found that the dominant sound change occurrence among the participants belonged to lenition and fortition, while the least dominant occurrence belonged to sound addition and fusion.
viii ABSTRAK
Margana, R. M. G. (2016). The English Sound Changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Manusia memerlukan bahasa dalam berinteraksi dengan manusia lainnya. Dalam interaksi, bahasa menjadi media dalam menjembatani informasi antara penutur dan mitra tutur. Bahasa dapat diekspresikan dalam tulisan maupun ujaran. Dalam berujar atau berbicara, pengucapan berperan penting dalam mengartikulasikan bunyi. Pengucapan secara akurat tentu memudahkan mitra tutur untuk memahami kata yang diucapkan penutur. Namun, masih banyak penutur mengucapkan kata secara tidak akurat terutama dalam mengucapkan kata dalam tuturan menggunakan bahasa kedua. Contohnya adalah penutur bahasa Inggris berbahasa ibu bahasa Jawa yang dapat menyebabkan kesalahpahaman dalam bertutur dengan penutur bahasa Inggris asli. Mereka cenderung mengucapkan bunyi yang tidak lazim diucapkan oleh penutur bahasa Inggris asli akibat ketersediaan bunyi dalam sistem kebahasaannya.
Penelitian ini dilakukan untuk melihat perubahan bunyi yang terjadi dalam pengucapan bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa Jawa yang tergabung dalam prodi Pendidikan Bahasa Inggris angkatan 2015 di Universitas Sanata Dharma Yogyakarta. Ada dua rumusan masalah dalam penelitian ini yakni 1) apa saja jenis perubahan bunyi dalam pengucapan kata bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa Jawa prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma? dan 2) bagaimana distribusi perubahan bunyi yang dilakukan oleh para partisipan?
Penelitian ini tergolong sebagai penelitian kualitatif. Partisipan atau responden dari penelitian ini adalah mahasiswa prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta dengan bahasa Jawa sebagai bahasa ibu mereka. Peneliti menggunakan metode analisis dokumen untuk menganalisis data yang berupa rekaman suara para partisipan.
Dari penelitian yang dilakukan, peneliti menemukan tujuh tipe perubahan bunyi yang terjadi yakni lenition dan fortition, sound addition, fusion, unpacking, vowel breaking, assimilation, dan abnormal sound changes. Dari ketujuh jenis tersebut, peeliti juga menemukan bahwa lenition dan fortition menjadi jenis perubahan suara yang paling dominan terjadi dan sound addition serta fusion menjadi jenis perubahan suara yang paling sedikit terjadi dalam penemuan penelitian yang telah dilakukan.
THE ENGLISH SOUND CHANGES AMONG JAVANESE
STUDENTS OF THE ENGLISH LANGUAGE EDUCATION
STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain a Sarjana Pendidikan Degree
in English Language Education
By
Rafael Marion Galley Margana Student Number: 111214171
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
THE ENGLISH SOUND CHANGES AMONG JAVANESE
STUDENTS OF THE ENGLISH LANGUAGE EDUCATION
STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain a Sarjana Pendidikan Degree
in English Language Education
By
Rafael Marion Galley Margana Student Number: 111214171
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ASarjana Pmdidilan Ttesis on
TIIE
ENGLISH
SOUNDCIIANGES AMONG JAVANESE
STUI}ENTS
OT'TIIE
ENGLISH LANGUAGE
EDUCATION
STUDY
PROGRAM OF'SANATA
DHAR]VIA UNTVERSITYBy
Rafael lv{arion Galley Margana
Studert Ntrmber:
l1l2l4l7 I
Approved by
Date
FX. Ouda Teda Ena, S.Pd., M.pd., Ed.D.
1l
THE ENGLISH
SOUND CHANGESAMONG
JAVANESE
STUDENTS
OF'THE
ENGLISH LANGUAGE
EDUCATION
STUI}Y PROGRAM OF'SANATA
DHARMA UI{IVEBSITY
By
RAFAEL MARION GALLEY MARGANA
Student Number:
lll2l4l7
IDefended before the Board of Examiners
on November 8e 2016
and Declared Acceptable
Board of Examiners
Chairperson : Yohana Venirand4 S.pd., M.Hum., ph.D.
Secretary
: Christina Lhaksmita Anmldtri, S.pd., Ed.M.Me,mhr
: FX. Ouda TedaEna S.pd., M.pd., Ed.D.Member
: Paulus Kuswandono, ph.D.Member
: Christina Lhaksmita Anandari, S.pd., Ed.M.Yogyakarta, November 8ft ZO16
Faculty of Teachers Training and Education
Smata Dharma Uaiversity
iv
“As long as there are games to play, it is not over.”
-Sir Alex Ferguson-
Former Manchester United Coach
I DEDICATE THIS THESIS FOR MY LITTLE SISTER AND BROTHER
CATHERINE ARQUETA GLENDA MARGANA
&
BORROMEUS BRAVE GRADY MARGANA
I know life is getting harder and harder as we grow up. Wherever you are, whatever happens, I would not stop to finish this game of my life to see you
STATEMENT OF WORK'S ORIGINALITY
Ihestly
declare that this thesis, which I have written, does not contain the workE
ptrts of the work of other people, except those cited in the quotations and theftftrtnces, as a scientific paper should.
Yogyakart4 14 October 2016
ley Margana
LEMBAR PER}IYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Rafael Marion Galley MarganaNomor Mahasiswa :
lll2l4l7l
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
.IIIE
ENGLISH SOTIND CIIANGES AMONG JAVANESE STUDENTSOF ENGLISH LAIIGUAGE EDUCATION STT'DY PROGRAM OF SANATA DHARMA UNIVERSITY"
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
daa mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis. ..
Demikan pernyataan ini yang saya buat dengan sebenamya.
Dibuat di Yogyakarta
Pada tanggal: 14 Oktober 2016
VI
vii ABSTRACT
Margana, R. M. G. (2016). The English Sound Changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
People need language to interact with one another. Language can be expressed by writing or speaking. In speaking, pronunciation plays a role in articulating sounds. Accurate pronunciation certainly helps people to understand the information spoken by the speaker. Unfortunately, many speakers mispronounce the words, especially second language words, for example, Javanese people who mispronounce English words in speaking. This condition causes misunderstanding when they interact with English native speakers, and is caused by some sounds of English not existing in their native language. Therefore, they tend to pronounce the words by changing the original sounds to the nearest equivalence that they know.
This research was conducted to observe the occurrence of sound changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. There are two formulated problems in this study: 1) what are the types of the English sound changes which occurred among Javanese students of the English Language Education study program of Sanata Dharma University? and 2) what are the distributions of the occurring sound changes among Javanese English learners of English Language Education study program?
This study is classified as a qualitative research. The participants of this research were the English Language Education Study Program 2015 students whose first language is the Javanese language. The researcher used document analysis method in analyzing data in form of audio recordings of Javanese Learners of English Language Education Study Program of Sanata Dharma University Yogyakarta.
Based on the research, the researcher found seven types of sound changes
observed in participants‟ pronunciation. They are lenition and fortition, sound
addition, fusion, unpacking, vowel breaking, assimilation, and abnormal sound changes. From those seven types, the researcher also found that the dominant sound change occurrence among the participants belonged to lenition and fortition, while the least dominant occurrence belonged to sound addition and fusion.
viii ABSTRAK
Margana, R. M. G. (2016). The English Sound Changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Manusia memerlukan bahasa dalam berinteraksi dengan manusia lainnya. Dalam interaksi, bahasa menjadi media dalam menjembatani informasi antara penutur dan mitra tutur. Bahasa dapat diekspresikan dalam tulisan maupun ujaran. Dalam berujar atau berbicara, pengucapan berperan penting dalam mengartikulasikan bunyi. Pengucapan secara akurat tentu memudahkan mitra tutur untuk memahami kata yang diucapkan penutur. Namun, masih banyak penutur mengucapkan kata secara tidak akurat terutama dalam mengucapkan kata dalam tuturan menggunakan bahasa kedua. Contohnya adalah penutur bahasa Inggris berbahasa ibu bahasa Jawa yang dapat menyebabkan kesalahpahaman dalam bertutur dengan penutur bahasa Inggris asli. Mereka cenderung mengucapkan bunyi yang tidak lazim diucapkan oleh penutur bahasa Inggris asli akibat ketersediaan bunyi dalam sistem kebahasaannya.
Penelitian ini dilakukan untuk melihat perubahan bunyi yang terjadi dalam pengucapan bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa Jawa yang tergabung dalam prodi Pendidikan Bahasa Inggris angkatan 2015 di Universitas Sanata Dharma Yogyakarta. Ada dua rumusan masalah dalam penelitian ini yakni 1) apa saja jenis perubahan bunyi dalam pengucapan kata bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa Jawa prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma? dan 2) bagaimana distribusi perubahan bunyi yang dilakukan oleh para partisipan?
Penelitian ini tergolong sebagai penelitian kualitatif. Partisipan atau responden dari penelitian ini adalah mahasiswa prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta dengan bahasa Jawa sebagai bahasa ibu mereka. Peneliti menggunakan metode analisis dokumen untuk menganalisis data yang berupa rekaman suara para partisipan.
Dari penelitian yang dilakukan, peneliti menemukan tujuh tipe perubahan bunyi yang terjadi yakni lenition dan fortition, sound addition, fusion, unpacking, vowel breaking, assimilation, dan abnormal sound changes. Dari ketujuh jenis tersebut, peeliti juga menemukan bahwa lenition dan fortition menjadi jenis perubahan suara yang paling dominan terjadi dan sound addition serta fusion menjadi jenis perubahan suara yang paling sedikit terjadi dalam penemuan penelitian yang telah dilakukan.
ix
ACKNOWLEDGEMENTS
I know that conducting this research was not easy and simple. Therefore, in this page, I am keen to express gratitude and appreciation for all individuals or groups who had sincerely helped and supported me.
First of all, I would express my gratitude to God Almighty for His great love, gift, and blessing to me. I do believe I can conduct, and finish this thesis because of His great gift for me: breath of life.
Secondly, my gratitude is addressed to The English Language Education Study Program of Sanata Dharma University for the chance to study there: I achieve lots of great knowledge and experience by studying in such study program of such university.
Thirdly, my thankful expression would be given to my thesis advisor FX. Ouda Teda Ena, S.Pd., M.Pd., Ed.D. I sincerely appreciate his patience and willingness in giving me some advice in completing and perfecting my thesis.
Fouthly, I would also thank my academic advisor Yuseva Ariyani Iswandari, S.Pd., M.Ed. for her advice and guidance in studying in ELESP Sanata Dharma University Yogyakarta. I can go through college life from the beginning up to the end by her patience and wise suggestions.
x
Sixthly, I express my deep gratitude to the head and member of Yayasan Yoseph Yeemye, Sr. Yasinta Rampengan, JMJ and Sr. Agustina Rante Allo, JMJ. In addition, I also express my thankfulness to Sr. Clare Hand, FCJ. I appreciate their support in assisting my college fee. Without their help, I believe that I might not have finished my study.
Seventhly, I thank all my thesis proofreaders; Fidelis Chosa Kastuhandani S.Pd., M.Hum., Krisna Septa Bernanda, S.Pd., Agatha Lisa, S.Pd., and Istu Septania for their help in perfecting and completing my thesis. I recognize that this thesis will not have been well-completed without your spent energy and time, willingness, thoroughness, accuracy, and supersonic eyes and awareness in proofreading my thesis.
Eighthly, I would like to express my gratitude to my college friends: Aries Adven Kurniawan, S.Pd., Yulius Dony Prasetyadi, S.Pd., and Frederikus Boli Lolan for their support in social life during my studying process in English Language Education study program. Besides, I thank also friends of Unit Kegiatan Pers Mahasiswa
natas
for allowing me to socialize and make friends among them. The next special gratitude from me is addressed to my girlfriend Josephine Fanny Damayanti, S.Pd. for her care and love which support me to do the best either in studying, finishing this thesis, and working.xi
xii
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK‟S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION A. Research Background ... 1
B. Research Problems ... 3
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8
1. Language Change ... 8
2. English Sound Changes ... 11
3. English Sound Pronunciation ... 17
xiii
CHAPTER III RESEARCH METHODOLOGY
A. Research Methodology ... 33
B. Research Setting ... 34
C. Research Participants ... 34
D. Research Instruments and Data Gathering Technique ... 34
E. Data Analysis Technique ... 35
F. Research Procedure ... 38
CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. Types of Sound Changes which Occurred in English Language Education Study Program 2015 Students‟ Pronunciation Process ... 40
1. Lenition and Fortition ... 41
2. Sound Addition ... 47
3. Fusion ... 48
4. Unpacking ... 49
5. Vowel Breaking ... 50
6. Assimilation ... 51
7. Abnormal Sound Changes ... 53
B. The Distribution of Sound Change Features among Javanese English Learners ... 56
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 59
B. Recommendations ... 60
REFERENCES ... 62
xiv
LIST OF TABLES
Page
2.1 English Consonant Articulation by Indriani (2005) ... 18
2.2 English Vowel Sounds by Campbell (2004) ... 25
3.1 The Phonetic Transcription of Each Participant‟s Pronunciation ... 35
3.2 The Phonetic Transcriptions‟ Comparison ... 36
3.3 The Types of English Sound Changes by Crowley (1992) ... 37
3.4 The Distributions of Sound Changes ... 38
4.1.1 The Sound Changes Classified as Lenition ... 41
4.1.2 The Sound Changes Classified as Fortition ... 46
4.2 The Sound Changes Classified as Sound Addition ... 47
4.3 The Sound Changes Classified as Fusion ... 48
4.4 The Sound Changes Classified as Unpacking ... 49
4.5 The Sound Changes Classified as Vowel Breaking ... 50
4.6 The Sound Changes Classified as Assimilation ... 52
4.7 The Sound Changes Classified as Abnormal Sound Changes ... 54
xv
LIST OF APPENDICES
Page APPENDIX A THE PASSAGE ...64 APPENDIX B THE PHONETIC TRANSCRIPTIONS OF THE
PARTICIPANTS‟ PRONUNCIATION ...66 APPENDIX C THE COMPARISON OF PHONETIC
1
CHAPTER I
INTRODUCTION
The first chapter has six sub-chapters as the initial steps to give brief description of what will be discussed in this thesis. They are the research background, the problem limitation, the research problem, the research objectives, the research benefit, and the definition of terms.
A. Research Background
People talk to one another by using language. Dardjowidjojo (2009) states humans interact to others by using a language. Language helps speakers to convey the expressed ideas. The uttered idea can be formed either into words or speech. In speaking, people produce sounds. In the same book, Dardjowidjojo explains that in actual speech, the way sounds are arranged and realized is discussed in the field of phonology.
In every language, there is a variety (Kreidler, 2004: p. 1). For language speech, especially English speech in a different region or country, there are some variations, which can be observed. In the speech itself, Jones (1956: p. 4) divided
spoken language into two types of speech: „bad‟ and „good‟ speech. The „bad‟ one
refers to the way of speaking which is hard to understand by most people.
Meanwhile, the „good‟ one refers to the way of speaking which is easy to be
exist in a number of different forms. One of them is the sound change of English word pronunciation.
According to Saussure (1992), sound change is the alteration of the speech
sound. It refers to pronunciation variation. It is identical to the theory of O‟Grady,
Dobrovolsky, and Katamba cited in their book titled Contemporary Linguistics: an Introduction (1996) that states sound changes begin as subtle alterations in the sound pattern of a language in a particular phonetics environment. The sound change might occur because of the interference of accent. Collins and Mees
(2003) define accent as “a pronunciation variety characteristic of the speech of a
group of people.” Thus, the variation of the characteristics of each group of people
might change the sound of English pronunciation.
Referring to the previous description, the researcher infers that English pronunciation varies in every occasion. Since the researcher lives in the English Language Education study program society where English language is frequently used, the researcher investigates how the English pronunciation also varies in such society; examining what sound changes occur in the ways Javanese students of English Language Education study program speak English. From the phenomena, the researcher is keen to conduct a research of English sound change. Minimally, English Language Education study program students of Sanata Dharma University use English language at least in classroom activities. This condition will socially increase the probability of sound changes occurrence in English word pronunciation. Besides, it will support the researcher to find out enough samples
Meanwhile, considering the benefits of such research, English Language Education study program of Sanata Dharma University plays a role to prepare the students to master English language and educational practices. This condition requires students as teacher candidates to recognize English pronunciation of Javanese-accented students. As teachers in the future, English Language Education study program students should be able to recognize the typical sound changes occurring in English words pronunciations among Javanese-accented English speakers. The information of English sound variations in Javanese-accented speakers‟ pronunciation should be acknowledged by English teachers to be able to understand what information or idea does their students express in the future.
B. Research Problems
This research specifically aims to discuss mainly the appearance of sound change in English pronunciation. Therefore, the researcher prepared two main questions as a guide of the discussion such as:
1. What are the types of the English sound changes occurring among Javanese learners of English Language Education study program of Sanata Dharma University?
C. Problem Limitation
This research focuses on students of English Language Education study program of Sanata Dharma University. Since the research discusses the sound change of English pronunciation, the researcher chose some specific students whose first language is Javanese. The researcher assumed Javanese students of English Language Education study program of Sanata Dharma University might
reflect the sound change phenomena in English words‟ pronunciation.
In this research, the researcher compared pronounced sounds of the English words by the participants to Standard American English pronunciation. Such English language was chosen considering its data availability in the form of encoded phonetic transcriptions in many dictionaries. Since such English words and phonetic transcriptions are legally encoded and published in the form of dictionary, Standard American English is considered a reliable source to be
compared to participants‟ pronunciation result.
D. Research Objectives
Javanese English learners. Next, the researcher distributes the sound changes phenomena among Javanese English learners of English Language Education study program of Sanata Dharma University, Yogyakarta.
E. Research Benefits
This research is beneficial for students of English Language Education study program of Sanata Dharma University as the teacher candidates. This research allows the teacher candidates to know the way of Javanese people pronouncing English words. Since the students of English Language Education study program of Sanata Dharma University are prepared to be English teachers, they need to be aware of the variations of English pronunciation occurring in the society. In teaching, they should be able to be aware of the mispronunciation of English words that occur on a daily basis. This research aims to recognize what mispronounced words are meant by their students with Javanese accent in the future.
This research is also advantageous for native English teachers who teach Javanese students who learn English. By recognizing the classified words, which are commonly mispronounced, they might be more aware of the sound changes occurring among Javanese learners of English language by referring to this study.
in daily communication. Thus, this research can also become their basis to develop their understanding of language.
F. Definition of Terms
Here is the brief explanation of related terms the researcher used in this research.
1. Sound Change
Sound change is the change of the sound system of a certain language (Crystal, 1991: p. 321). The change might occur in the environment, stress, and sound pattern. Furthermore, Fasold and Linton (2006: p. 285) define sound change as a change of pronunciation done by certain speakers.
2. Pronunciation
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses about the related theories from the citations, books, or any references, which are relevant to the discussed topic. This chapter also contains the theoretical description and the theoretical framework.
A. Theoretical Description
In this sub-chapter, the researcher describes the concepts of the discussion. Since the discussion is related to the sound changes in English pronunciation, the description is about the language change, sound change of English language and English pronunciation.
1. Language Change
Fasold and Linton (2006: p. 276) state that English in the past was different from English that is used recently. It can be seen in the examples in their book where they explained the words used in the late 14th century from Chaucer‟s Canterbury Tales. In the same book, some words like see, tooth, make, and open
were pronounced as [se:], [to:θ], [ma:kᴈn], and [ᴐ:p n]. From that statement, it
a. Morphological Change
According to Fasold and Linton (2006: p. 283), morphological change is the change of the morphophonemic system of a language. The change occurs in the structure of the morpheme or lexical item of a word. The change includes the modification of the structure of the word, either by adding some element or
making an internal change (O‟Grady, Dobrovolsky, & Katamba, 1997: p. 138). For example, the recent English word pretty is originated form Old English praetig.
b. Syntactic Change
Murray (1996: p. 337) states that syntactic changes involve modifications to phrase structure rules or transformations. On the other hand, Fasold and Linton (2006: p. 284) define syntactic changes as the change in the grammatical systems of a language. Referring to both statements, syntactic change includes change of the grammatical and structural environment of the sentences. For example, the syntactic rule of Old English was changed into subject-verb-object pattern rather than verb-subject-object.
c. Semantic Change
meaning of the words. Therefore, when the meaning itself changes, it is probable for a word to have some meaning variations. Schendl (2001: p. 29) states that semantic changes trigger the variety of language meaning. Therefore, a number of meanings might be found in certain words. For example is the Indonesian word bajingan which was originated from a meaning of cart driver expands into such a swearing words indicating a person which has low morality.
d. Phonological Change
Murray (1996) in the book titled Historical Linguistics: The Study of Language Change states that most sound changes begin as subtle alterations in the sound pattern of a language in particular phonetic environments (p. 318). It means the changes of sound of a certain language including English occur slightly. Based
on Chaucer‟s poem titled The Romance of the Rose published in 1370, Murray also states that English in the 14th century is totally different from modern English. Since the English sound has changed over a long period of time, the slight change accumulates into significant change. Murray classifies three major periods of English changes. They are Old English which existed from 450-1100, then Middle English which existed from 1100-1500, and Modern English which
exists since 1500 up to recent time (O‟Grady, Dobrovolsky, & Katamba, 1996: p.
2. English Sound Changes
Sound changes belong to phonological changes. The change involves the original English phonemes to be substituted by new different phonemes caused by the influence of source language sound system. In this part, the researcher explains causes and types of sound changes.
a. The Causes of English Sound Change
Fasold and Linton have similar ideas of the causes of language changes in the classification of Murray, as cited in O‟Grady, Dobrovolsky and Katamba‟s book. If both statements are summarized, some causes of sound changes can be classified as follows:
1) Articulatory Simplification
Fasold and Linton (2006: p. 277) express that many changes in articulating language sounds are motivated by the ease of expression. It can be inferred that
some people “simplify” the mechanism of sound production. Ur (1999: p. 52)
2) Spelling Pronunciation
Murray, in O'Grady, Dobrovolsky, and Katamba‟s book (1997) states that since the written form of a word can differ significantly from the way it is pronounced, a new pronunciation can arise which seems to reflect more closely the spelling of the word (p. 247). One example, as cited from that book, in the word often, since the letter [t] was retained in the spelling, [t] has been reintroduced into foreign speakers' pronunciation and they pronounce it as [ɒftn].
3) Analogy and Reanalysis
According to O'Grady, Dobrovolsky, and Katamba (1997), analogy reflects the preference of speaker for regular patterns over irregular ones. Meanwhile, the term of reanalysis refers to particular commonalities in morphological change. Morphological analysis refers more to the attribute (p. 248). For example, on the basis of its phonological similarity of a verb such as sting/stung, swing/swung, in some dialects bring has developed a form to be brung.
4) Language Contact
b. Types of Sound Changes
Sound changes might occur among speakers of second language and be formed into many types. In general, according to Crowley (1992), there are nine types of sound change that are classified (pp. 39-59). This part explains those nine types of sound changes according to Crowley (1992).
1) Lenition and Fortition
Lenition means sound weakening, while fortition refers to the opposite: strengthening (Crowley, 1992: p. 39). In Crowley‟s book, the explanation of lenition and fortition refers to the change of the sound from a „stronger‟ sound to
„weaker‟ sound (lenition) and vice versa (fortition). Crowley explains that voiced
2) Sound Addition
Another phenomenon of sound change might occur in some form of sound addition (Crowley, 1992: p. 43). Crowley (1992), however, states that the phenomenon of sound addition is actually rarely found. The addition of the sounds can also be classified into three forms. They are Excrescence or the addition of extra consonantal sound between two other consonants in the word, Epenthesis and or the insertion of a vowel to break up the cluster in the middle of the word, and Prothesis, which is similar to epenthesis but occurring in the beginning of the word (Crowley, 1992: pp. 43-45). For example is the addition of schwa in [sm] cluster as seen in word smile.
3) Metathesis
Metathesis has taken place in the English history of an English word, and the changed form has been accepted as the standard (Crowley, 1992: p. 46). Metathesis is considered as another type of sound change, but rarely occurs in the development of language. It refers to a change in the order of the sounds (Crowley, 1992: p. 45). It can also be defined as a transposition of the sounds:
4) Fusion
Fusion refers to the process of blending of two separated sounds becoming one single sound (Crowley, 1992: p. 46). Fusion is included as common occurrence in the phenomenon of sound change. The fusion occurs when there is an addition of phonetic feature to a single sound from following another sound. The example is the process of prefix me- addition in Indonesian word kira, where
the central mid sound /ə/ in prefix me- blends with voiceless velar stop /k/ sound in kira word resulting the appearance of velar nasal /ŋ/ in word mengira.
5) Unpacking
Unpacking is the phonetic process that is just the opposite of phonetic fusion (Crowley, 1992: p. 48). If fusion is the combination or blending of two separated sounds becoming one single sound, unpacking is the process of separating one single sound into two saeparated sound. Certain phonetic features in a single sound then are divided as seen in word word. [w :d] where it is common for Indonesian people to separate the central mid vowel / :/ into mid back /ᴐ:/ and post-alveolar roll /r/.
6) Vowel breaking
Americans pronounce bad [bæd] into [bæəd] by adding neutral schwa sound /ə/ after the low front vowel /æ/.
7) Assimilation
Assimilation refers to sound change due to the influence of one sound upon the other that results in the two sounds becoming similar (Crowley, 1992: p. 49). Certain sounds, which become more similar to another sounds (Campbell, 2004: p. 28) effect to the increase of the efficiency of articulation through a
simplification of the articulation (O‟Grady, 1996: p. 319). This instance is found
when a vowel is nasalized due to the existence of adjacent nasal consonant such as the example word, band (Yulia & Ena, 2004).
8) Dissimilation
Dissimilation refers to the opposite change of the assimilation where the result is that two sounds end up becoming less similar (Crowley, 1992: p. 56). It can be defined also as a sound change in which sounds become less similar to one another (Campbell, 2004: p. 30). Dissimilation reduces the number of shared phonetics features between two sounds (Crowley, 1992: p. 56). This type of change typically occurs when it will be difficult to articulate or perceive two
9) Abnormal Sound Changes
Abnormal sound changes are the sound changes that would appear, at first glance, to be abnormal, in the sense that they do not obviously fit into any of the categories that have mentioned above (Crowley, 1992: p. 57). For example there is the tendency of Indonesian speakers to pronounce the word push [pʊʃ] into
[pʊs]. The change from [ʃ] to [s] is not included in the previous eight types. Therefore, the unidentified type of such sound change phenomenon belongs to abnormal sound changes.
3. English Sound Pronunciation
Since the research discusses about the sound change in non-native English
speakers‟ pronunciation, the researcher also reviews the English sound
production. The sound production covers three kinds of sounds: consonant, vowel, and diphthong.
a. Consonant Sounds
Consonant is a speech sound which typically occurs at the margins of the syllable (Collins & Mees, 2003: p. 72). It exists before or after a vowel or diphthong to form a syllable. Indriani (2005) expands English consonants into twenty-four namely, [p], [b], [t], [d], [k], [g], [f], [v], [s], [z], [ ʃ], [ʒ], [tʃ], [dʒ],
[ө], [ð], [m], [n], [ŋ], [h], [l], [r], [w], [j] (p. 8). Table 2.1 shows the articulation of
Table 2.1 English Consonant Articulation (Indriani, 2005, p. 11)
From those mentioned consonants, Indriani classifies them into sixteen types based in the place and manner of articulation. For further and deeper information of such consonants, the researcher provided explanation of following
Place of articulation
B ILA B IAL L A B IO -DENTAL DENTAL A L V E O L A R POST A L V E O L A R PA L A T O - A L V E O L A R PA L A T A L
VELAR GL
O T A L Manner of a rt icul at ion COMPLETE ORAL CLOSURE Plosive
p b t d k g
Affricate tʃ dʒ
Nasal m n
ᵑ
INTERMITTENT CLOSURE Roll R PARTIAL CLOSURE Lateral l NARROWING Fricative
f v ϴ
ð s z ʃ ʒ h
GLIDE
Semi Vowel
types in this section. The explanation of consonant sounds was taken from Indriani (2005) herself and added to with content from Fromkin, Rodman, and Hyams (2000).
1) Bilabial Plosives [p,b]
Based on the manner of the articulation, the sound [p] and [b] are called plosives or oral stops because when there is an explosion of airstream when the closure on the lips are opened (Fromkin, Rodman, & Hyams, 2000: p. 247). Bilabial plosives, according to Fromkin, Rodman, and Hyams (2000), based on the place of the articulation, [p] and [b] sounds are articulated by bringing both lips together which is called bilabials (p. 242).
2) Alveolar Plosives [t,d]
Based on the place of the articulation, [t] and [d] sounds are called alveolar in which these sounds are produced by raising the front part of the tongue to the alveolar ridge (p. 242). Alveolar plosives are still considered as the oral stops. Based on the manner of articulation alveolar plosives involve the airstream to be obstructed in the mouth (Fromkin, Rodman, & Hyams, 2000).
3) Velar Plosives [k,g]
and [g] sounds are called plosives because these sounds are produced because of the explosion of the airstream which is released from the obstruction in the velum (Fromkin, Rodman, & Hyams, 2000: p. 247).
4) Palato-alveolar Affricates [tʃ,dʒ]
According to Indriani (2005), based on the place of the articulation [tʃ] and [dʒ] sounds are called palato-alveolar because to produce these sounds, the blade, or the tip and blade, of the tongue articulate with the alveolar ridge and there is at the same time a raising of the front of the tongue towards the hard palate (p. 9). According to Fromkin, Rodman, and Hyams (2000), based on the manner of the articulation, [tʃ] and [dʒ] are included as affricate sounds bacause these sounds are produced by a closure or obstruction followed immediately by a gradual release of the closure that produces a sound effect which is almost similar as fricative sounds (p. 248). There is a characteristic friction sound when the obstruction is gradually released.
5) Labio-dental Fricatives [f,v]
fricatives because there is a partial obstruction between the lip and teeth, which produces friction of the airstream (Fromkin, Rodman, & Hyams, 2000: p. 248).
6) Dental Fricatives [ө,ð]
Fromkin, Rodman, and Hyams (2000) state that [ө] and [ð] sounds are considered as interdental sound. These sounds are produced by putting the tongue tip between the upper and lower teeth. This condition creates a partial obstruction of the airstream and causes the airstream to come out through the narrow opening, which produces friction (p. 242). Based on the manner of the articulation, these sounds are included as fricatives sounds as well as labio-dental fricatives.
7) Alveolar Fricatives [s,z]
Alveolar fricatives, based on the place of the articulation, are produced by raising the tongue tip to the alveolar ridge (p. 242). Based on the manner of the articulation, these sounds are considered as fricatives sounds because these sounds cause friction when produced (Fromkin, Rodman, & Hyams, 2000: p. 248).
8) Palato – alveolar Fricative [ʃ,ʒ]
different from [tʃ] and [dʒ] based on the manner of articulation. If [tʃ] and [dʒ] are considered as affricates, [ʃ] and [ʒ] these sounds are considered as fricatives sounds because these sounds cause friction when produced (Fromkin, Rodman, & Hyams, 2000: p. 248).
9) Glottal Fricatives [h]
Glottal, according to Indriani (2005) is an obstruction, or narrowing causing friction but not vibration, between vocal cords (p. 9). Based on the place of the articulation, the [h] sound is included as glottal sound because there is a partial obstruction on the vocal cords which causes friction of the contact between airstream and the vocal cords. Based on the manner of the articulation, these sounds are considered as fricatives sounds because these sounds cause friction when produced (Fromkin, Rodman, & Hyams, 2000: p. 248).
10) Bilabial Nasal [m]
11) Alveolar Nasal [n]
Alveolar nasal [n], based on the place of the articulation, are produced by raising the tongue tip to the alveolar ridge according to Fromkin, Rodman, and Hyams (2000: p. 242). Based on the manner of the articulation, this sound includes as a nasal sound because this sound is produced when the airstream escapes through the nose and the mouth (Fromkin, Rodman, and Hyams, 2000: p. 246).
12) Velar Nasal [ŋ]
Fromkin, Rodman, and Hyams (2000) state that based on the place of the articulation, velar nasal [ŋ] is called velar where these sounds are produced by raising the back part of the tongue to the velum inside the mouth (p. 243). Based on the manner of the articulation, this sound includes as a nasal sound because this sound is produced when the airstream escapes through the nose and the mouth (Fromkin, Rodman, & Hyams, 2000: p. 246).
13) Alveolar Lateral [l]
14) Post- alveolar Roll [r]
Based on the place of the articulation, Indriani (2005) defines the [r] sound as a post-alveolar sound. This sound is produced by raising the tip (and rims) of the tongue to the rear part of the alveolar ridge (p. 9). Based on the manner of the articulation, the [r] sound includes as a roll sound. To produce this sound, there is a series of rapid intermittent closures or taps made by a flexible organ on a firmer surface, or the tongue tip taps against the alveolar ridge (Indriani, 2005: p. 10).
15) Palatal Semi-vowel [j]
Based on the place of the articulation, Fromkin, Rodman, and Hyams (2000) state the [j] sound is a palatal sound in which it is produced by raising the blade of the tongue toward the hard palatal just behind the alveolar ridge (p. 243). Based on the manner of the articulation, the [j] sound is considered as a semi-vowel or glide sound. When this sound is produced, there is a little or no obstruction of the airstream in the mouth (Fromkin, Rodman, & Hyams, 2000: p. 250).
16) Bilabial Semi-vowel [w]
obstruction of the airstream in the mouth (Fromkin, Rodman, & Hyams, 2000: p. 250).
b. Vowel
[image:43.595.86.509.236.686.2]Jones (1987) states that an English vowel in normal speech is defined as a voiced sound in forming which the air issues in a continuous stream through the pharynx and mouth, there being no obstruction and no narrowing such as would cause audible friction. The researcher also provides Table 2.2 to show the English vowel sounds‟ distribution.
Table 2.2 English vowel sounds (Campbell, 2004: xxi)
Unrounded Rounded
Front Central Back
High [i:] = peat [ɪ] = pit
[u:] = boot
[ʊ] = put
Mid [e] = pet [ :] = pert
[ə] = ago
[ᴐ:] = port
Low [æ] = pat [ʌ] = cup [ ] = pot
[ :] = part
low refer to the difference in the tongue height (Fromkin, Rodman, & Hyams 2000: p. 228). Besides, there are also two kinds of vowel based on the mouth shape. They are rounded and spread or unrounded vowels.
1) Tense High Front Unrounded Vowel [i:]
This sound is produced when the front of the tongue is raised to a height slightly below and behind the close front position; the lips are spread; the tongue is tense, with the side rims making a firm contact with the upper molars. It does not normally occur in a syllable closed by [ŋ] (Indriani, 2005: p. 57).
2) Lax High Front Unrounded Vowel [ɪ]
This sound is produced with a part of the tongue nearer to centre than to front raised just above the half-close position; the lips are loosely spread; the tongue is lax with the side rims making a light contact with the upper molars. It may occur in all position in the word (Indriani, 2005: p. 59).
3) Mid Front Unrounded Vowel [e]
4) Low Front Unrounded Vowel [æ]
This sound is articulated when the mouth is slightly more open than for [e]; the front of the tongue is raised just below the half-open position, with the side rims making a very slight contact with the back upper molars; the lips are neutrally open (Indriani, 2005: p. 62).
5) Low Central Unrounded Vowel [ʌ]
This sound is articulated with a considerable separation of the jaws and with the lips neutrally open; the centre of the tongue is raised just above the fully open position, no contact being made between the tongue and the upper molars. It does not occur in final, open syllables (Indriani, 2005: p. 63).
6) Low Back Rounded Vowel [a:]
This sound is articulated with a considerable separation of the jaws and the lips neutrally open; a part of the tongue between the centre and the back is in the fully open position; no contact being made between the rims of the tongue and the upper molars. This sound does not normally occur before [ŋ] (Indriani, 2005: p. 65).
7) Low Back Rounded Vowel [ɒ]
between the tongue and the upper molars. It does not occur in final, open syllable (Indriani, 2005: p. 67).
8) Mid Back Rounded Vowel [ᴐ:]
This sound is articulated with medium lip-rounding; the back of the tongue is raised between the half-open and half-close positions, no contact being made between the tongue and the upper molars. This sound does not normally occur before [ŋ] (Indriani, 2005: p. 68).
9) Lax High Back Rounded Vowel [ʊ]
This sound is produced with a part of the tongue nearer to centre than to back raised just above the half-close position; the tongue is laxly held, no firm contact being made between the tongue and the upper molars. This sound does not normally occur before [ŋ] or in initial position (Indriani, 2005: p. 69).
10) Tense High Back Rounded Vowel [u:]
11) Tense Mid Central Unrounded Vowel [ :]
This sound is articulated with the centre of the tongue raised between half-close and half-open, no firm contact being made between the tongue and the upper molars; the lips are neutrally spread. It does not normally occur before [ŋ] (Indriani, 2005: p. 73).
12) Lax Mid Central Unrounded Vowel [ə]
This sound has a very high frequency of occurrence in unaccented syllables. Its quality is that of a central vowel with neutral lip position, having in non-final positions a tongue-raising between half-open and half-close (Indriani, 2005: p. 74). This sound is also known as schwa.
c. Diphthong
Diphthong is a sequence of two sounds, vowel and glide (Fromkin, Rodman, & Hyams, 2000: p. 255). Diphthong is represented phonetically by sequences of two letters, the first showing the starting point and the second indicating the direction of which the glide is made (Indriani, 2005: p. 76)
1) Closing Fronting Diphthong [eɪ][aɪ][ᴐɪ]
According to Indriani (2005), when [eɪ] sound is produced, the tongue
glide begins from slightly below the half-close front position and moves in the
direction of [ɪ], there being a slight closing movement of the lower jaw, the lips
and grey [greɪ]. Next, when [aɪ] sound is produced, the tongue glide begins at a point slightly behind the front open position, and moves in the direction of the position associated with [ɪ]; the lips change from a neutral to a loosely spread position (p. 78). Some relevant words containing this sound are pie [paɪ] and my [maɪ]. Meanwhile, when [ᴐɪ] sound is produced, the tongue glide begins at a point between the back half-open positions and moves in the direction of [ɪ]; the lips are open rounded for the first element, changing to the neutral for the second element (p. 80). The words boy [bᴐɪ] and coy [kᴐɪ] are the representation of such sound appearrance.
2) Closing Backing Diphthongs [əʊ][aʊ]
According to Indriani (2005), when [əʊ] sound is produced, the tongue glide begins at a central position, between half-close and half-open, and moves in
the direction of [ʊ], there being a slight closing movement of the lower jaw; the
lips are neutral for the first element, but have a tendency to round on the second element (p. 81). Some words containing such sound are go [gəʊ] and so [səʊ]. On the other hand, when [aʊ] sound is produced, the tongue glide begins at a point between the back and front open positions, slightly more fronted than the position
for [a:], and moves in the direction of [ʊ], though the tongue may not be raised
3) Centering Diphthongs [ɪə][ ə][ʊə]
According to Indriani (2005), when [ɪə] sound is produced, the tongue glide
begins with a tongue position approximately that used for [ɪ], i.e. centralized front
half-close, and moves in the direction of the more open variety of [ə] when [ɪə] is final in the word; in non-final positions. The lips are neutral throughout, with a slight movement from spread to open (p. 84). Some words associated with this sound are hear and here [hɪə] which are allophonic. Furthermore, Indriani (2005)
states that when [ ə] sound is produced, the tongue glide begins in the half-open
front position, i.e. approximately [ ], and moves in the direction of the more open
variety of [ə]. Where [ ə] occurs in a syllable closed by a consonant the [ə]
element tends to be a mind [ə] type. The lips are neutrally open through-out (p. 86). Some words containing this sound are hair [h ə] and bear [b ə]. Meanwhile,
when [ʊə] sound is produced, the tongue glides from a tongue position similar to
that used for [ʊ] towards the more open type of [ə] which forms the end-point of
all three centring diphthongs with, again, a somewhat closer variety of [ə] when
the diphthong occurs in a closed syllable. The lips are weakly rounded at the beginning of the glide, becoming neutrally spread as the glide progresses (p. 87). Such sounds appear in words poor [pʊə] and cure [kjʊə]
B. Theoretical Framework
change. Therefore, this research discussed about the process of occurred sound
change in the participants‟ pronunciation (i.e. the pronunciation of ELESP 2015 Javanese students of Sanata Dharma University). The theories used were limited only in the process of the sound changes occurring in participants‟ pronunciation. The researcher focused on finding out the types of English sound changes of the participants‟ pronunciation. To answer the first research problem, the researcher used nine types of sound change from the theory by Crowley (1992). Next, the researcher continued to find out the results of the sound changes spoken by participants. The results were classified based on the theory of Crowley (1992). Then, the researcher classified the sound change distributions that occurred in the
33
CHAPTER III
METHODOLOGY
This chapter explains to the readers about the methodology that the researcher uses in conducting the research. There are six sub-chapters, which are discussed in this chapter. They are the research methodology, research subject, research setting, data gathering technique, data analysis technique, and research procedure.
A. Research Methodology
Dharma University, Yogyakarta and analysed it into an explanation based on the reviewed theories and literary sources.
B. Research Setting
The location of generating the research was in Sanata Dharma University, Mrican, Depok, Sleman, Yogyakarta, specifically in English Language Education study program of Faculty of Education and Teacher‟s Training. The researcher conducted the research in April 2016.
C. Research Participants
In generating the research, the researcher chose the students of ELESP batch 2015 of Sanata Dharma University Yogyakarta whose first language is Javanese as the participants. The researcher took samples of 30 students. The reasons of choosing the participants were:
1. English Language Education study program students frequently use English language in classroom. They are already familiar with English language use. 2. The researcher found some variations of English sounds among ELESP 2015
Javanese students‟ pronunciation.
3. The researcher could find Javanese students of ELESP 2015 very easily.
D. Research Instruments and Data Gathering Technique
instrument used for data collection in qualitative research is the researcher himself, often collecting data through direct observation or interview (p. 421). The researcher chose 30 students of ELESP 2015 whose first language is Javanese. Those participants consisted of 15 male students and 15 female students. The researcher then asked each participant to read a passage (included in the appendix) and recorded their voice. This recording technique was repeated until all the
participants‟ voices were recorded.
E. Data Analysis Technique
The researcher started the analysis by transcribing the audio data into written forms. The written forms of data were typed into phonetic transcription
containing the representative participants‟ pronunciation of observed words. The
[image:53.595.84.519.228.729.2]transcribing process from audio recording into written phonetic transcriptions aimed to validate the actual data gathered in observation. To gather all the phonetic transcriptions from each participant, the researcher provided a table to simplify the following data analysis. The table could be observed in Table 3.1.
Table 3.1 The Phonetic Transcription of Each Participant’s Pronunciation
After the data from the recording was collected, the researcher compared
the phonetic transcriptions of participants‟ pronunciation with the correct phonetic
[image:54.595.84.514.204.636.2]transcriptions based on Longman‟s Pronunciation Dictionary (2008). The researcher used the table as seen in Table 3.2.
Table 3.2 Phonetic Transcription’s Comparison
Words
Phonetic transcription
Longman Dictionary
(2008) Participants’ Pronunciation
Table 3.3 Types of English Sound Changes by Crowley (1992)
Types Words Longman
Dictionary
Participants’
Pronunciation Changes
Lenition and Fortition
Sound Addition
Metathesis
Fusion
Unpacking
Vowel Breaking
Assimilation
Dissimilation
Abnormal Sound Changes
Table 3.4 Distributions of the Occurring Sound Change in the Participants’ Pronunciation
The Type of Sound Change Number of Cases
Percentage
Lenition and fortition
Sound addition
Metathesis
Fusion
Unpacking
Vowel breaking
Assimilation
Dissimilation
Abnormal sound changes
F. Research Procedure
their pronunciation recordings then the researcher transcribed all recording into phonetic transcriptions.
The second step was analysing the data. After all the recordings were already transcribed, the researcher referred to the transcriptions to the
standardized English dictionary. The required dictionary was Longman‟s
Pronunciation Dictionary (2008). The use of the dictionary aimed to compare the
participants‟ transcribed pronunciation to the standardized English pronunciation
40
CHAPTER IV
RESEARCH RESULT AND DISCUSSION
This chapter consists of the discussion and analysis of the data gathered by the researcher after observation. There are two sub-chapters in this part. They are the types of sound changes that occurred in English Language Education Study
Program 2015 students‟ pronunciation process and the distribution of occurred
sound change among English Language Education Study Program 2015 Students of Sanata Dharma University of Yogyakarta. The names each respondent here have been formed into alias/pseudonames.
A. Types of Sound Changes which Occurred in Pronunciation of ELESP 2015 Students.
This sub-chapter conveys the findings of this research. The researcher found seven types of sound changes occurred in pronunciation of English Language Education Study Program 2015 students of Sanata Dharma University Yogyakarta whose first language is Javanese. The classification of sound changes
refers to Crowley‟s (1992) theory of sound changes types. They are Lenition and
1. Lenition and Fortition
In this sub chapter, the researcher explained the appearance of lenition and
fortition of Javanese English learners‟ pronunciations.
a. Lenition
[image:59.595.88.512.190.742.2]Lenition refers to weakening or even deletion of the certain sound in pronunciation. In this case, the researcher found some results of lenition phenomenon as listed in the Table 4.1.1.
Table 4.1.1 The Classification of Words Affected by Lenition
Types Words Longman Dictionary Common
Mispronunciation
Weakening Sound
Appears /əˈpɪər
z/ /əˈpɪərs/
Because /bɪˈk ːz/ /bɪˈkos/
Believe /bɪˈliːv/ /bəˈliːf/
Cases /keɪs. ɪz/ /kes. ɪs/
Desire /dɪˈzaɪər
/ /dɪˈsaɪər/
Does /dʌz/ /dʌs/
Example /ɪgˈzæm.pl / /ɪkˈsem.pəl /
Exposure /ɪkˈspoʊ.ʒər
/ /ekˈspo.sɪər /
Give /gɪv/ /gɪf/
Have /hæv/ /hef/
Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/
Native /ˈneɪ.tɪv/ /ˈne.tɪf/
Of / ːv/ /of/
Over /ˈoʊ. vər
/ /ˈo.fər/
Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/
Types Words Longman Dictionary Common Mispronunciation
Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/
Without /wɪˈðaʊt/ /wɪˈtot/
Syncope
Also /ˈ ːl.soʊ/ /ol.so/
Cases /keɪs. ɪz/ /kes. ɪs/
Change /tʃeɪndʒ/ /tʃens/
Changed /tʃeɪndʒd/ /tʃens/
Combination /ˌk ːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ Exposure /ɪkˈspoʊ.ʒər
/ /ekˈspo.sɪər / Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ Information /ˌɪn.fərˈ
meɪ.ʃn/ /ˌɪn.forˈme.sɪən/
Make /meɪk/ /mek/
Most /moʊst/ /mos/
Native /ˈneɪ.tɪv/ /ˈne.tɪf/
Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/
Old /oʊld/ /old/
Older /oʊld.ər/ /old.ər/
Only /ˈoʊn.li/ /on.li/
Over /ˈoʊ. vər
/ /ˈo.fər/
Progress /ˈproʊ.gres/ /ˈpro.gres/
Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/
Spoken /ˈspoʊ.kən/ /ˈspo.kən/
Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/
Cluster Reduction
Accent /ˈæk.sənt/ /ek.sən/
And /ænd/ /en/
Can‟t /kænt/ /ken/
Changed /tʃeɪndʒd/ /tʃens/
Don‟t /doʊnt/ /don/
End /end/ /en/
English /ˈɪŋglɪʃ/ /ˈɪŋ.lɪs/
First /ˈf ːst/ /ˈf ːs/
Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/
Just /dʒʌst/ /dʒʌs/
Language /ˈlæŋgwɪdʒ/ /ˈleŋ.wɪdʒ/ Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/
Most /moʊst/ /mos/
Types Words Longman Dictionary Common Mispronunciation
Second /ˈsek. ənd/ /ˈsek. ən/
Sound /saʊnd/ /saʊn/
Won‟t /woʊnt/ /won/
As seen in Table 4.1, there are lenition and two types of lenition development (syncope and cluster reduction) that occurred in ELESP 2015
students‟ pronunciation. The researcher divided the explanation of lenition into
three parts; weakening sound, syncope, and cluster reduction.
i. Weakening Sound
In weakening sound phenomenon, there were five appearing cases in pronunciation. The errors covered voiced sounds to change into voiceless sounds. Those five cases included the change from voiced sound /z/ to voiceless sound /s/, voiced sound /v/ to voiceless sound /f/, voiced sound /g/ to voiceless sound /k/, voiced sound /ʒ/ to voiceless sound /s/ and voiced sound /ð/ to voiceless sound /t/. The first case of weakening sound was the change of voiced sound /z/ to voiceless sound /s/ in the final syllable of word as seen in word appear [əˈpɪərz] to be
[əˈ
